Effects of profanity,touch, and sex of the counselor on perceptions of the counselor and behavioral compliance: Implications for rational-emotive therapists

The present study investigated the effects of profanity, touch, and sex of the counselor on perceptions of the counselor and on behavioral compliance. Ninety six undergraduate psychology students attended a self help presentation on principles of mental health, according to rational-emotive theory. At the end of each presentation the counselor recommended that the subject pick up a book request card (initial compliance) and mail it away (delayed compliance) in order to receive a free copy ofA New Guide To Rational Living. The subjects were also asked to rate their preceptions of the counselor on the dimensions of expertness, attractiveness, and trustworthiness. The results indicated that the use of profanity led to significantly lower perceptions of trustworthiness and a significantly lower level of delayed compliance. Female counselors were rated as more expert, attractive, and trustworthy as compared with male counselors. There was no effect of touch on any of the dependent measures. Implications of these findings for the rational emotive therapist are discussed.This study is based upon a doctoral dissertation completed by the first author, under the direction of the second author.We would like to thank Jean Cirillo who prepared an initial version of the rational emotive, mental health lecture used in this study.Mindy Phillips Ph.D. is a school psychologist in the Farmingdale, N.Y. public schools. She completed her doctoral degree, including her training in RET, at Hofstra University.Howard Kassinove, Ph.D. is Professor of Psychology and Director for Clinical Psychology at Hofstra University in New York. He is a Fellow of the Institute for Rational-Emotive Therapy and holds the ABPP diploma in Clinical Psychology.     

Living with diabetes

Management of diabetes can be affected by emotional distress in two ways: directly, via the effect of stress on glycemic control, and indirectly via effects on self-care routines. Rational-emotive therapy, along with a number of other cognitive, emotive, and behavioral tools, is an important intervention for patients who have diabetes-related distress. The authors describe personal and professional examples of the application of these tools to living rationally with diabetes.Richard R. Rubin, Ph.D. is a staff member of the Diabetes Center and the Pediatric Diabetes Clinic at the Johns Hopkins Hospital. In addition, he has a private psychotherapy practice, substantially devoted to counseling and coping skills training for people with diabetes.Susan R. Walen, Ph.D. is an Associate Professor in the Department of Psychology, Towson State University and Director of the Baltimore Center for Cognitive Therapy. She is the coauthor ofA Practitioner's Guide to Rational-Emotive Therapy.Albert Ellis, Ph.D. is the founder of Rational Emotive Therapy and president of the Institute for RET in New York City. He is the author of more than 50 books and 600 journal articles on psychotherapy topics.     

Irrational beliefs and bulimia symptoms

The psychological correlates of bulimia include affective disorder and emotional liability. In addition, emotional liability appears to precipitate binge-purge episodes. It has been proposed that emotional liability is a function of irrational beliefs regarding personal performance, interpersonal relationships and self-control. Irrational beliefs and bulimia symptoms were assessed with psychometrically valid self-report measures. Correlational analyses showed that the irrational beliefs of Anxious Overconcern, Problem Avoidance, Helplessness and Blame Proneness are separately correlated with bulimia symptoms. The implications for the psychological assessment and treatment of bulimia symptoms are discussed.Jeffrey M. Lohr, Ph.D., is an Associate Professor of Psychology at the University of Arkansas. His research interests are in the assessment of irrational beliefs and their association with dysphoric motivational states.Donna L. Parkinson, M.A., is a doctoral candidate in the Department of Psychology at the University of Arkansas. Her research interests are in the assessment of eating disorders.     

The nature of irrational beliefs in different personality clusters of spouse abusers

Previous research has shown that a majority of spouse abusers have personality characteristics which are consistent with personality disorder and show symptoms of depression and anger expression. Irrational beliefs have been associated with the same emotions in nonabuser populations. The current study assessed the nature of irrational beliefs in a sample of spouse abusers. The results showed that abusers with personality disorder held more irrational beliefs than abusers without personality disorder. Labile symptoms were associated with three categories of irrational beliefs only in the abusers with personality disorder. The implications for the characterization of spouse abusers and the modification of spouse abuse are discussed.Jeffrey M. Lohr, Ph.D., is an Associate Professor of Psychology at the University of Arkansas-Fayetteville. His research interests are in the assessment of irrational beliefs and their association with dysphoric motivational statesL. Kevin Hamberger, Ph.D., is an Assistant Professor of Psychology in the Family Practice Department of the Medical College of Wisconsin. His clinical and research interests are in the cognitive-behavioral treatment of male spouse abusers.Dennis Bonge, Ph.D., is an Associate Professor of Psychology at the University of Arkansas-Fayetteville. His research and teaching interests are in multivariate analysis and the assessment of irrational beliefsPortions of this paper presented at the 33rd Annual Convention of the Southeastern Psychological Association, Atlanta, GA, March, 1987.This research was supported by the Marie Wilson Howells Fund.     

Persistence in seminary and in ministry

A follow-up study of 672 seminary students from 14 seminaries who took the Theological School Inventory in 1962 and 574 from 10 seminaries who took it in 1973 investigated factors involved in persistence in seminary and in ministry. Among those found were definiteness of decision, interest in parish ministry, a supportive spouse, unambivalent resolution of the authority problem, good role models in father and ministers. Motivations included redemptive outreach, pastoral care, Christian insight and scholarship, the encouragement of other people and a sense of effectiveness in ministry.Dr. Cardwell is Assistant Professor of Psychology and Counseling at Christian Theological Seminary, 1000 W. 42nd St., Indianapolis, Indiana 46208. This study was the basis for her Ph.D. dissertation, Indiana University, June, 1978. TSI data for the 1973 subjects were made available by Richard A. Hunt, Ph.D., Professor of Psychology, Southern Methodist University, and Director of Ministry Inventories, P.O. Box 8265, Dallas, Texas 75205. TSI data for the 1962 subjects were coded and made available by Edgar W. Mills. Ph.D., presently visiting Associate Professor of Sociology, University of Texas, San Antonio, formerly Director, Ministry Studies Board. Special credit is due the 16 seminaries who cooperated by furnishing follow-up data.     

Risking the Church: The Challenges of Catholic Faith

Books reviewed:
Richard Lennan, Risking the Church: The Challenges of Catholic Faith. Reviewed by Nicholas M. Healy St John's University, New York     

Rational-emotive therapy in the therapeutic community

Therapeutic Communities (TC's) have become increasingly popular in the treatment of substance abusing psychotherapy clients. Their popularity appears to have stemmed from the failures of traditional and more individual treatment modalities. Approaches focusing on immeasurable constructs and often irrelevant past events are argued to contribute to symptom maintenance and resistance in this client population. It is argued that a more direct, responsibility-oriented approach be implemented in a systematic and consistent fashion in order to facilitate treatment. The systematic application of Rational-Emotive Therapy in a self-contained therapeutic system is discussed.Raymond J. Yeager Ph.D., is Director of Psychological Services at A.P.P.L.E. Inc.: A Program Planned for Life Enrichment, a graduate fellow and staff therapist at the Institute for Rational-Emotive Therapy and is a privately practicing psychologist in Commack and Huntington, Long Island, N.Y.Raymond DiGiuseppe, Ph.D., is a Diplomate of the American Board of Professional Psychology, is the Director of Training and Research at the Institute for Rational-Emotive Therapy, is an Assistant Professor of psychology at St. John's University and is in private practice in Hempstead, L.I., N.Y.John T. Olsen is a certified substance abuse counselor at A.P.P.L.E. Inc. He is a graduate of APPLE'S residential program and has worked in the field of substance abuse treatment and prevention for over 11 yearsLogan Lewis ia the President and founder of APPLE Inc.Robert Alberti is the Program Director of APPLE's residential treatment program, and is a certified substance abuse conselor.     

An Overview of Primary Care Family Psychology

This paper describes the application of family psychology to the primary care setting—in service, education and training, and scholarship. Primary care family psychology integrates family systems with biopsychosocial theory, yielding an approach that is uniquely suited to the generalist demands of primary care. This approach attends especially to the effects of relationships on health and healthcare, using the family as a potential resource to the patient just as the healthcare team is a resource to the clinician. Training opportunities in primary care family psychology are growing. The University of Rochester School of Medicine and Dentistry fellowship is described as an example, with core primary care family psychology training in four different clinical sites: Family Medicine, Internal Medicine, Pediatrics, and Obstetrics/Gynecology. Susan H. McDaniel is Professor of Psychiatry & Family Medicine, Director of Family Programs & the Wynne Center for Family Research in Psychiatry, and Associate Chair of Family Medicine, University of Rochester School of Medicine and Dentistry, Rochester, New York. Dr McDaniel also directs the Primary Care Family Psychology Fellowship. Picter LeRoux is Associate Professor of Psychiatry & Pediatrics, and Director of the Family Therapy Training Program in Psychiatry, University of Rochester School Medicine and Dentistry, Rochester, New York. Dr. LeRoux also heads the Pediatric Track of the Primary Care Family Psychology Fellowship.     

Dimensions of perfectionism and irrational thinking

Several authors have suggested that perfectionism is associated with irrational thinking. The purpose of the present research was to test the hypothesis that various dimensions of perfectionism are related significantly to core irrational beliefs. In Study 1, 102 subjects completed the Multidimensional Perfectionism Scale (MPS) and the Irrational Beliefs Test (IBT). The MPS provides assessments of self-oriented, other-oriented, and socially prescribed perfectionism. Analyses revealed that self-oriented perfectionism was correlated positively with the IBT high self-expectations and perfect solutions subscales. Socially prescribed perfectionism was correlated significantly with a variety of irrational beliefs including high self-expectations, demand for social approval, dependency, blame proneness, and anxious overconcern. Other-oriented perfectionism was correlated with few irrational beliefs. In Study 2, 130 subjects completed the MPS and the Survey of Personal Beliefs, a new measure of core irrational beliefs. Analyses confirmed that all three perfectionism dimensions were associated with core irrational beliefs. It is concluded that the results constitute general support for the hypothesis that cognitive aspects are important in both personal and social components of perfectionism and that perfectionists are characterized by increased levels of irrational beliefs that may contribute to maladjustment. The findings are discussed in terms of the associations among perfectionism, irrational beliefs, and maladjustment.Gordon L. Flett, Ph.D is currently an assistant professor in the Department of Psychology at York University. Paul L. Hewitt, Ph.D is a clinical psychologist at Brockville Psychiatric Hospital. He is also an assistant professor in the Department of Psychiatry at the University of Ottawa. Kirk R. Blankstein, Ph.D, is an associate professor in the Department of Psychology at Erindale College, University of Toronto. Spomenka Koledin is a former student at Erindale College, University of Toronto. Currently, she is a graduate student in the Master of Arts programme at York University.     

The Efficacy of Behavioral Couples Therapy and Emotionally Focused Therapy for Couple Distress

Twenty treatment outcome studies, 13 of which evaluated behavioral couples therapy (BCT) and seven of which evaluated emotionally focused therapy (EFT) were reviewed, leading to the following conclusions. BCT leads to short and long-term gains for moderate to severe couple distress. In the long term BCT probably leads to no better outcomes than its constituent components—behavioral exchange training and communication and problem solving skills training. Addition of a cognitive therapy component to BCT or the use of a variety of treatment formats does not improve the efficacy of BCT. Integrative couples therapy and insight-oriented marital therapy may be more effective than BCT, but studies supporting this conclusion require replication. EFT leads to short and long-term gains for mild to moderate couple distress. Addition of a cognitive therapy component to EFT does not enhance its efficacy. EFT may be more effective than problem solving therapy and less effective than integrated systemic therapy, but the two studies supporting this conclusion require replication.Michael Byrne, PhD, is a Clinical Psychologist, Midland Health Board, Ireland; Alan Carr, PhD, is Director of the Clinical Psychology Training Programme, Department of Psychology, Arts Building, University College Dublin, Belfield, Dublin 4, Ireland (alan.carr@ucd.ie). Marie Clark, PhD, is Lecturer, Department of Psychology, University of Surrey, United Kingdom.     

Continuing education & training

Abstract

Two important continuing education conferences are highlighted in this section. The first was held in New York in November, and was organized and is being reported by Anita Menfi, Director of the Family Studies Section, Bronx Psychiatric Center, New York. Since 1964 this center has trained therapists, supervisors and administrators who function within the mental health system, with a focus on a systems approach towards patients, their families, the service agencies that assist them, and the community in which they live. The conference keynote speaker, noted anthropologist Ray Birdwhistell headed a faculty of experienced family therapists who led multiple workshops on the theme, The Clinical Challenge of Working with Families in Today's Community.

The second conference held in December in Phoenix, Arizona was organized by Jeffrey Zeig, a Director of the Milton H. Erickson Foundation, and is reported by Miriam Cohen, a resident psychiatrist at Good Samaritan Hospital, who participated in the conference. Keynote speakers Jay Haley and Carl Whitaker led a large faculty presenting over 50 papers in a tribute to the life and work of Milton H. Erickson. Of special interest to our readers is the application of Erickson's ideas to family treatment. Haley has written widely on this, and Leveton and Lustig among others presented their understanding and application of Ericksonian principles.     

An Analysis of the Effect of the Test Situation upon the Rorschach Record: Formal Scoring Characteristics

Abstract

Andrew, Gwen; Hartwell, Samuel W.; Hutt, Max L.; and Walton, Ralph E. The Michigan Picture Test. Chicago: Science Research Associates, 1953. Reviewed by Edwin S. Shneidman, Ph.D.

Beck, Samuel J. The Six Schizophrenias: Reaction Patterns in Children and Adults. New York: The American Orthopsychiatric Association, Inc. 1954. Pp. x + 238. Reviewed by Mortimer M. Meyer.

Bellak, Leopold. The Thematic Apperception Test and the Children's Apperception Test in Clinical Use. New York: Grune and Stratton, 1954. pp. 282. $6.75. Reviewed by Edwin S. Shneidman, Ph.D.

Meehl, Paul E. Clinical versus statistical prediction. A theoretical analysis and a review of the evidence. Minneapolis: University of Minnesota Press, 1954. Pp. x + 149. Reviewed by Kenneth B. Little

Rubinstein, Eli A., and Lorr, Maurice (Eds.). A Survey of Clinical Practice in Psychology. New York: International Universities Press, 1954, pp. 363. Reviewed by Ruth S. Tolman

Sarason, S. B. The Clinical Interaction: with special reference to the Rorschach. New York: Harper Brothers, 1954. Pp. X + 425. Reviewed by Mortimer M. Meyer

Ulett, George. Rorschach Introductory Manual: A Primer for the Clinical Psychiatric Worker; With Interpretative Diagram to Permit Clinical Use While Learning the Ink-blot Technique; Beverly Hills: Western Psychological Services, 1955; Price: $3.50. Reviewed by Walter G. Klopfer, Ph.D.     

Forgiveness and recidivism

The teaching of Jesus on limitless forgiveness is a difficult one with which to reckon, especially when an offense is repeated again and again (recidivism), sometimes by the same offender. This article finds in the gospel of Matthew (Matt. 18:15–17) and Paul's letters to the Corinthians (I Cor 5:2–11 and II Cor 2:5–8) a model of forgiveness that is assertive, confrontative and direct in style, pastoral in application and reconciling in spirit.Dr. Donnelly (Ph.D. Claremont Graduate School) is an Associate Professor of Theology and Spirituality at St. John's University, New York, and a Visiting Lecturer at Princeton Theological Seminary, Princeton, New Jersey. She has published over a dozen articles on the subject of forgiveness and reconciliation as well as two books:Learning to Forgive (Macmillan 1979; Abingdon, 1982) andPutting Forgiveness into Practice (Argus, 1982).     

The use of the Core Conflictual Relationship Theme method in describing and comparing gestalt and rational emotive behavior therapy with adolescents

The Core Conflitual Relationship Theme (CCRT) method (Luborsky, 1977) is used to study recurrent relationship patterns in therapy and may be employed as a measure of transference as well. We found only one article in the literature in which it was applied to a mode of psychotherapy, other than psychodynamic (Turner, 1992). In addition, there are only a few articles in the literature that refer to the CCRT method with children and adolescents. In this paper, we applied the CCRT method to two videotaped individual sessions of young adolescent boys, one in gestalt therapy and the other in rational emotive behavior therapy. Results showed that both boys revealed similar core relational theme profiles, but that their respective therapists each dealt differently with these relationship conflicts. In this pilot use of the CCRT with adolescent therapy, we were able to describe relationship patterns and delineate key differences between the two treatment modalities.Stacey Agin, a gradduate student in School Psychology at New York University, submitted this paper for partial fulfillment of the requirements for the Doctorate of Psychology. Iris E. Fodor is a professor of Applied Psychology at New York University and is director of the School Psychology program. She is known for her work on integrating cognitive and gestalt therapies. We gratefully acknowledge the cooperation of Raymond DiGiuseppe, Ph.D. Violet Oaklander, Ph.D. and Michael Bernard, Ph.D. in allowing us to utilize their videotaped psychotherapy sessions for the purposes of this study.     

A Study of Learning Curves: III. The Relationship Between a Growth Curve and the Arc Cotangent Function

(Watson, Robert I. The Clinical Method in Psychology. New York: Harper, 1951. Pp. 779.) Reviewed by Sidney Kosofsky.     

The Interrelation of Conditions of Difficulty: II. Number,Spatial Separation,and Illumination as Conditions of Simultaneous Letter Span

(Watson, R. I. The Clinical Method in Psychology. New York: Harper, 1951. Pp. 779.) Reviewed by Robert M. Allen.     

Understanding the Role of Emotion in Sense-making. A Semiotic Psychoanalytic Oriented Perspective

We propose a model of emotion grounded on Ignacio Matte Blanco’s theory of the unconscious. According to this conceptualization, emotion is a generalized representation of the social context actors are involved in. We discuss how this model can help to better understand the sensemaking processes. For this purpose we present a hierarchical model of sensemaking based on the distinction between significance—the content of the sign—and sense—the psychological value of the act of producing the sign in the given contingence of the social exchange. According to this model, emotion categorization produces the frame of sense regulating the interpretation of the sense of the signs, therefore creating the psychological value of the sensemaking.

Book Notes

Abstract

Identification of Book Reviewers for this Number. John H. Wigmore is Dean of the Northwestern University Law School. George F. White is Professor of Chemistry in Clark University. Edward W. Flagg is Professor Emeritus, State Normal School, Potsdam, New York. Carl Murchison is Editor of this journal.

American White Criminal Intelligence. By Carl Murchison. Journal of Criminal Law and Criminology. Vol. 15, No. 2, August, 1924, 77 pages. Vol. 15, No. 3, November, 1924, 60 pages.

Education for Moral Growth. By Henry Neuman, Ph.D. New York: D. Appleton & Company. 1923, 383 pp.

Prisons and Common Sense. By Thomas Mott Osborne. Philadelphia, J. P. Lippincott Co., 1924. pp. 105. $1.25.

Twenty-five Years of American Education. By I. L. Kandel. New York, The Macmillan Co., 1924. pp. 469.

Elements of Educational Psychology. By Lawrence Augustus Averill. Boston, Houghton Mifflin Company, 1924. pp. 425.

Psychological Principles Applied to Teaching. By William Henry Pyle. Baltimore, Warwick & York, Inc., 1924. pp. 190.

The Education of Handicapped Children. By J. E. Wallace Wallin. Boston, Houghton, Mifflin Co., 1924. pp. 369. $2.25.

Fundamentals of Vocational Psychology. By Charles H. Griffitts. New York, The Macmillan Company, 1924. pp. 372.

Laboratory Studies in Educational Psychology. By Egbert Milton Turner and George Herbert Betts. New York, D. Appleton & Company, 1924. pp. 217.

Mind as Behavior. By Edgar Arthur Singer, Jr. Columbus, R. G. Adams, 1924. pp. 293.

The Child's Mind and the Common Branches. By Daniel Wolford La Rue. New York, The Macmillan Company, 1924. pp. 479.

An Introduction to Philosophy. By G. T. W. Patrick. Boston, Houghton, Mifflin Co., 1924. pp. 463. $2.50.

Principles of Psychology. By J. R. Kantor. New York, Alfred A. Knopf, 1924. pp. 464.

An Intermediale Textbook of Physiological Chemistry with Experiments. By C. J. V. Pettibone, Ph.D., Associate Professor of Physiological Chemistry, Medical School, University of Minnesota. Second edition. C. V. Mosby Co., St. Louis, 1923. pp. 376.     

Pituitary Dwarfism and Intelligence

Abt, L. E., &; Bellak, L. Projective Psychology: Clinical Approaches to the Total Personality. New York: Knopf, 1950. Pp. 485. Reviewed by Robert M. Allen.